In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face‐to‐face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program.

中文翻译：

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多媒体与现场专业发展对问题探究程序相关的师生绩效的影响

在这两项研究的每一项研究中，将教师随机分配到使用计算机化专业发展计划的虚拟工作室（VW）组或参加面对面专业发展（包括讨论，反馈，和协作。在这两项研究中，与他们对“问题探索套路”的知识和使用计划有关的教师的测试后分数均明显高于其测试前分数。在研究2中，两组在常规实施和计划方面的测试后分数均明显高于测试前的分数。进行任何测试后，两组之间无显着差异。两组教师所教授的整个学生组和LD学生子组的测验后知识得分均显着高于其测验前得分。所有的老师都表示对培训和日常工作感到满意。两项研究中的大众教师均表示对软件程序感到满意。